We investigated the relationship between empathy, prosocial behavior, and frequency of humane interactions with animals among 3 rd grade children (n = 158). We measured the frequency of humane interactions with animals via the Children’s Treatment of Animals Questionnaire ( Thompson & Gullone, 2003 ), empathy via the Bryant Index of Empathy for Children and Adolescents ( Bryant, 1982 ), and prosocial behavior via teachers’ evaluations of children’s helpfulness towards others in the classroom. Results showed that children who had more frequent interactions with animals that involved a strong element of companionship reported greater empathy, and that this, in turn, related positively to prosocial behavior (measured by teacher’s report). A mediational model in which empathy accounts for the effect of positive interactions with animals on prosocial behavior provides consistent, if not conclusive, support for the relationship between interacting with animals and socio-emotional development.